Background: The definition of an ideal student has long been a significant and widely discussed topic in higher education. Given their distinct roles and experiences, professors and students often hold differing perspectives on this matter. This study aims to review and compare the views of professors and students regarding the characteristics and criteria of an ideal student.
Materials and Methods: In this narrative review, a comprehensive search was conducted across electronic databases including PubMed, Scopus, Web of Science, ERIC, CIVILICA, SID, and Google Scholar up to March 2025. Two independent reviewers screened titles, abstracts, and full texts of retrieved articles based on predefined inclusion and exclusion criteria.
Results: The review identifies both overlapping and differing views of professors and students on the ideal university student. Professors emphasize academic strengths such as critical thinking, problem-solving, responsibility, and active class participation, along with communication skills and digital competence. Students prioritize academic achievement alongside a fair and supportive educational environment that fosters emotional well-being and a balance between academic and personal life. Both groups agree on the importance of communication, teamwork, and adaptability, especially in digital literacy. However, professors tend to focus more on intellectual rigor and technical skills, whereas students place greater emphasis on psychosocial support and educational fairness. These differences underscore the need for educational policies that integrate cognitive development with emotional support to enhance effective learning and student well-being.
Conclusion: Based on the review, professors emphasize academic skills including critical thinking, responsibility, and technical competence. Students value emotional support, fairness, and balancing academic and personal life. Both groups agree on the importance of communication skills and adapting to digital technologies.